Expanding Ethics in Engineering Education

该项目旨在通过改进本科工程教育的课程来服务于国家利益。参与学生学习轨道的这一一级项目将扩大工程师的道德教育，从传统的关注研究和纪律道德转向对福祉和环境至关重要的道德的更广泛的观点。这种道德的扩展源于将工业界和边缘化社区产生的道德原则纳入工程师培训的真正需要。该项目特别侧重于部落和行业视角。美洲原住民在工程方面的代表性尤其不足，这为影响土著社区的全球工业提供了一个重要的视角。工业雇用了大多数工程师，最近也开始考虑环境、社会和治理在工程努力和投资中的重要性。该项目的目标是增加接触土著和工业道德的科学家和工程师人数，以及重视将利益攸关方的声音纳入决策过程的科学家和工程师。这个项目将使许多社区参与理解和建立本科工程伦理课程，而不是工程认证明确要求的基础知识。预计这一项目的结果是，以工业和部落伦理原则为依据的工程决策将为受影响的社区和可持续工业产生最符合道德的结果。该项目以基于社区的参与性研究(CBPR)方法为基础，将为专注于工业和部落背景的工程师开发一门伦理课程，并提供这些不同观点的联系。这项工作的重点是密歇根州上半岛工业、政府和部落的人们的经历。项目组将与工程师、前线工作人员、许可证获得者和部落社区合作：a)共同为工程师开发侧重于土著和行业道德的案例研究课程；b)实施和评估本科工程学课程和大学证书的有效性。最后，项目组计划在工科本科课程和工科学生证书中实施和调查伦理培训。为了指导项目的真实性，纳入一名在土著评价框架内工作的参与性评估员对项目的完整性至关重要。NSF IUSE：EDU计划支持研究和开发项目，以提高所有学生的STEM教育的有效性。通过参与的学生学习路径，该计划支持有前景的实践和工具的创建、探索和实施。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

This project aims to serve the national interest by improving curricula in undergraduate engineering education. This Level 1 project in the Engaged Student Learning track will expand on the ethics education of engineers, moving from traditional foci on Research and Disciplinary Ethics to a broader view of ethics as vital to Well-Being and the Environment. This ethical expansion stems from a real need to incorporate ethical principles emerging from both industry and marginalized communities in engineer training. This project specifically focuses on Tribal and industry perspectives. Native Americans are particularly underrepresented in engineering and provide an important perspective for global industries impacting Indigenous communities. Industry employs the majority of engineers and have also recently begun to consider the importance of environment, society, and governance in engineering efforts and investments. The goal of this project is to increase the number of scientists and engineers who are exposed to Indigenous and industry ethics and who value the inclusion of stakeholder voices in the decision-making process. This project will engage many communities in understanding and building curriculum for undergraduate engineering ethics beyond the fundamentals explicitly required by engineering accreditation. It is anticipated as a result of this project that engineer decision-making informed by industry and Tribal ethical principles will produce the most ethical outcomes for impacted communities as well as sustainable industry. This project, grounded in Community-Based Participatory Research (CBPR) approaches, will develop an ethics curriculum for engineers focused on industry and Tribal contexts and provide connections across those differing perspectives. This work focuses on experiences of people in industry, government, and Tribes in the Upper Peninsula of Michigan. In collaboration with engineers, frontline workers, permitters, and Tribal communities, the project team will: a) co-develop a case study curriculum for engineers focusing on Indigenous and industry ethics; and b) implement and evaluate curriculum efficacy in undergraduate engineering and a university certificate. Finally, the project team plans to implement and investigate ethical training in an undergraduate engineering curriculum and certificate for engineering students. To guide the authenticity of the project, the inclusion of a participatory evaluator working within an Indigenous evaluation framework is essential to the integrity of the project. The NSF IUSE: EDU Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.